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Educator Survey

Doctor Peter Osmotherly
Senior Lecturer in Physiotherapy, School of Health Sciences
The University of Newcastle
Phone: (02) 4921 7718
Fax: (02) 4921 7902

Information Statement for the Research Project:
The Experiences and Attitudes of Physiotherapy Academic Educators in Teaching Prognosis: A Mixed-Methods Study
Document Version 4: dated 04/09/2024

You are invited to participate in the research project identified above which is being conducted by Dr Peter Osmotherly (Chief Investigator), Mr Nicholas Mullen (Student Researcher - PhD candidate), Associate Professor Samantha Ashby (Co-Investigator), and Dr Robin Haskins (Co-Investigator) from the School of Health Sciences at the University of Newcastle.
The research is part of Nicholas’ studies at the University of Newcastle, supervised by Dr Peter Osmotherly, Associate Professor Samantha Ashby and Dr Robin Haskins from the School of Health Sciences.

Why is the research being done?
The purpose of the research is to evaluate the experiences and attitudes of physiotherapy academic educators towards the teaching of prognosis in entry-level physiotherapy programs. The results will further inform the teaching of prognosis and prognostic reasoning for entry-level physiotherapists as part of the management of musculoskeletal disorders.

Who can participate in the research?
We are seeking individuals who currently teach musculoskeletal physiotherapy in an entry-level program in Australia, New Zealand, The United States of America, The United Kingdom, The Republic of Ireland, and Canada.

What would you be asked to do?
If you agree to participate, you will complete an online anonymous survey which will last between 10-15minutes. Participants will be asked questions in relation to their experiences and attitudes towards teaching prognosis in entry-level physiotherapy programs. Your confidentiality and anonymity will be protected throughout the entirety of the process as no personally identifiable information will be collected. If you agree to participate, you will have the right to withdraw yourself and your information from the study at any time prior to the completion of the survey.

What choice do you have?
Participation in this research is entirely your choice.  Only those people who give their informed consent will be included in the project.  Whether or not you decide to participate, your decision will not disadvantage you. 
 
If you do decide to participate, you may withdraw from the project at any time prior to the completion of the survey without giving a reason.

How much time will it take?
The survey will take approximately 15-20minutes to complete.          
         
What are the risks and benefits of participating?
There are no identified risks to participating in this research.
The research may be of some anticipated benefit in the future teaching of prognosis to entry-level physiotherapists.

How will your privacy be protected?
If you decide to participate, your confidentiality and anonymity will be protected as no personally identifiable information will be collected. The survey is undertaken entirely online using the university approved platform QuestionPro. All information gathered through the questionnaires will be securely stored by the researchers at The University of Newcastle. Only the researchers nominated will have access to this information. This is an online survey so data files will be electronic. During the survey, data files will be stored on a password protected server through Question Pro. This company is a common vendor used for survey research and has significant data protection policies in place. Please see the Question Pro security statement here: https://www.questionpro.com/help/privacy-policy.html/ . Data will be retained securely for a minimum period of 5 years from completion of the research and stored in accordance with the University’s Research Data and Materials Management Guideline see https://policies.newcastle.edu.au/document/view-current.php?id=72 or any successor Guideline, and applicable University of Newcastle policy provisions (as amended from time to time).
 
How will the information collected be used?
The information collected in this study may be presented in published papers in scientific journals, at professional conferences and in a thesis to be submitted for Mr Mullen’s higher degree by research. Individual participants will not be identified in any reports arising from the project. At your request, you will be able to review a summary of the results upon completion of the research.
Non-identifiable data may also be shared with other parties to encourage scientific scrutiny, and to contribute to further research and public knowledge.
If you would like a copy of the summary of the results, please complete the second survey link in the initial by responding with your best contact email address. This survey is not linked to study survey and will not be used for data collection or analysis purposes. Your information will be protected by the procedures outlined in ‘How will your privacy be protected’.

What do you need to do to participate?
Please read this Information Statement and be sure you understand its contents before you consent to participate.  If there is anything you do not understand, or you have questions, contact the researcher. 
If you would like to participate, please continue to complete the survey. As the survey is anonymous, this will be taken as your implied informed consent to participate. 

Further information
If you would like further information, please contact Dr Peter Osmotherly at The University of Newcastle on (02) 49217718 or peter.osmotherly@newcastle.edu.au. 
Thank you for considering this invitation. 

Dr Peter Osmotherly                                                  
Senior Lecturer in Physiotherapy                                                                                                      School of Health Sciences                                           
The University of Newcastle   
                 
Mr Nicholas Mullen
Student Researcher
School of Health Sciences
The University of Newcastle
 
Complaints about this research
This project has been approved by the University’s Human Research Ethics Committee, Approval No. H-2024-0242

Should you have concerns about your rights as a participant in this research, or you have a complaint about the manner in which the research is conducted, it may be given to the researcher, or, if an independent person is preferred, to the Human Research Ethics Officer, Research & Innovation Services, The University of Newcastle, University Drive, Callaghan NSW 2308, Australia, telephone (02) 4921 6333, email Human-Ethics@newcastle.edu.au.
 
 Please answer the following questions
What is your current role?
What is your current role?
Your physiotherapy/physical therapy program is in:
Your physiotherapy/physical therapy program is in:
What is your highest level of education? 
What is your highest level of education? 
How many years of experience do you have as a physiotherapist/physical therapist? 
How many years of experience do you have as a physiotherapist/physical therapist? 
How many years of experience do you have teaching musculoskeletal physiotherapy in entry-level physiotherapy/physical therapy programs? 
How many years of experience do you have teaching musculoskeletal physiotherapy in entry-level physiotherapy/physical therapy programs? 
When considering prognosis in relation to musculoskeletal conditions, prognosis should be defined according to  
Strongly agree
Agree
Disagree
Strongly disagree
Tissue healing timeframes
Timeframes to achieve certain levels of function
Timeframes to achieve improvements in pain
The likely outcome of a musculoskeletal condition
When teaching prognosis in relation to musculoskeletal disorders in entry-level physiotherapy/physical therapy programs, prognosis should be defined according to: 
Strongly agree
Agree
Disagree
Strongly disagree
Tissue healing timeframes
Timeframes to achieve certain levels of function
Timeframes to achieve improvements in pain
The likely outcome of a musculoskeletal condition
When considering the teaching of prognosis in entry-level physiotherapy/physical therapy programs, how is prognosis incorporated into your curriculum?
Teaching prognosis in entry-level physiotherapy/physical therapy programs is:0 Easy to 10 Complex
Easy
Complex
Prognosis as a concept is too difficult for entry-level physiotherapy/physical therapy students to understand: 
Prognosis as a concept is too difficult for entry-level physiotherapy/physical therapy students to understand: 
Prognosis for musculoskeletal conditions should be taught as part of an entry-level curriculum
Prognosis for musculoskeletal conditions should be taught as part of an entry-level curriculum
The teaching of prognosis should be the responsibility of:
Strongly agree
Agree
Disagree
Strongly disagree
Entry-level physiotherapy/physical therapy programs
Only post-graduate physiotherapy/physical therapy programs 
Clinical/placement educators or supervisors  
The individual. Prognosis is learnt through clinical experience
The teaching of prognosis for entry-level students should be primarily based on the tissue healing model
The teaching of prognosis for entry-level students should be primarily based on the tissue healing model
In entry-level physiotherapy/physical therapy programs, what about prognosis is taught?
The teaching of prognosis in entry-level physiotherapy/physical therapy programs should be
The teaching of prognosis in entry-level physiotherapy/physical therapy programs should be
At entry-level, teaching the clinical reasoning that exists in prognostication is important
At entry-level, teaching the clinical reasoning that exists in prognostication is important
Regarding prognosis and clinical reasoning
Agree
Unsure
Disagree
Students in our courses are taught to clinically reason a patient's prognosis
Prognosis is taught as a separate hypothesis category in clinical reasoning
Clinical reasoning frameworks (e.g. ICF, Jones & Rivett etc) are taught in our courses to assist students clinically reason their prognosis
Rather than explicitly teaching prognosis, it is assumed that the knowledge acquired during the course will build an adequate understanding of a clinically reasoned prognosis 
Students in our courses are not taught to clinically reason their prognosis
Prognosis is a less important concept to teach than diagnosis in relation to musculoskeletal conditions
Prognosis is a less important concept to teach than diagnosis in relation to musculoskeletal conditions
Barriers to teaching prognosis in entry-level physiotherapy/physical therapy programs include:
Strongly agree
Agree
Disagree
Strongly disagree
A lack of student experience with real patients and musculoskeletal conditions
Students prefer more recipe based approaches to learning
Prognosis is a difficult concept for students to understand
Prognosis is not as important as other concepts taught within the curriculum 
A lack of time and space within the curriculum 
A lack of knowledge of educators regarding prognosis
Prognosis is not listed as a course outcome within our curriculum 
The prognosis of musculoskeletal conditions is too difficult to predict  
Teaching of prognosis in our entry-level program is primarily done utilizing 
Teaching of prognosis in our entry-level program is primarily done utilizing 
In considering how prognosis is taught in entry-level physiotherapy/physical therapy programs, the ideal way would include: 
Strongly agree
Agree
Unsure
Disagree
Strongly disagree
Teaching prognosis as a stand alone concept
Teaching prognosis through real patient exposure 
Small group tutorial discussion
Case-based learning
Including prognosis in clinical reasoning models
Embedding the concept of prognosis throughout the curriculum 
In considering how prognosis is taught in your program, potential gaps in teaching prognosis could include:
Strongly agree
Agree
Neutral
Disagree
Strongly disagree
Not being explicit when teaching prognosis
Not encouraging students to discuss prognosis in patient cases
Not having students practise discussing prognosis with a patient
Not providing a clinical reasoning framework to determine prognosis
Teaching how prognosis impacts the decision making in the management of musculoskeletal conditions
In our program, students knowledge of prognosis is formally assessed through
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